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References Andrews, Lori B. “How is technology changing the meaning of motherhood for Western women”. In Women’s reproductive rights: Women’s rights in Europe, edited by Heather Widdows, Itziar Alkorta Idiakez and Aitziber Emaldi Cirión, 124–139. Palgrave Macmillan, 2006. Baker, Maureen. “Restructuring reproduction: international and national pressures”. Journal of Sociology 44 (2008): 65–81. Blyth, Eric. “Inequalities in reproductive health: what is the challenge for social work and how can it respond?” Journal of Social Work 8, (2008): 213–232. CDC. American Society for Reproductive Medicine, Society for Assisted Reproductive Technology. 2005 assisted reproductive technology success rates. Atlanta, GA: US Department of Health and Human Services, CDC; 2007. HYPERLINK “http://www.cdc.gov/art/art2005/” http:// www.cdc.gov/art/art2005/ (accessed December 28, 2008). Center for Reproductive Rights and Poradna preobcianske a ludske prava – Center for Human and Civil Rights (2003) Body and Soul: forced sterilization and other assaults on Roma reproductive freedom in Slovakia, in consultation with Ina Zoon: New York and Bratislava. HYPERLINK “http://poradna-prava.sk/dok/bodyandsoul.pdf” http://poradna-prava.sk/dok/ bodyandsoul.pdf (accessed December 18, 2008). Dominelli, Lena. “Glassed-in: problematising women’s reproductive rights under the new reproductive technologies”. In Critical practice in social work, edited by Robert Adams, Lena Dominelli and Malcolm Payne, 72–80. London: Palgrave, 2002. Hammons, Stacy A. “Assisted reproductive technologies: changing conception of motherhood?” Affilia 23 (2008): 270–280. Ginsberg, Faye, and Rayna Rapp. “The politics of reproduction.” Annual Review of Anthropology 20, (1991): 311–343. Koch, Lene. “Eugenic sterilization in Scandinavia.” The European Legacy 11, no. 3, (2006): 299–309. MacLaren, Angus. A history of contraception from Antiquity to the present day. Oxford: Basil Blackwell, 1990. Mitchell, Juliet C. W. “Procreative mothers (sexual difference) and child free sisters (gender): feminism and fertility.” European Journal of Women’s Studies 11, (2004) 415–426. Rome Statute of the International Criminal Court (1998). “http://www.icc-cpi.int/library/ about/officialjournal/Rome_Statute_120704-EN.pdf” http://www.icc-cpi.int/library/about/ officialjournal/Rome_Statute_120704-EN.pdf (accessed December 20, 2008). Rose, Nikolas. “The politics of life itself.” Theory, Culture & Society 18, no. 6, (2001), 1–30. 158
Spektorowski, Alaberto, and Elisabet Mizrachi. “Eugenics and the welfare state in Sweden: the politics of social margins and the idea of a productive society.” Journal of Contemporary History 39, (2004) 333–352. Trehan, Nidhi, and Isabel Crowhurst. “Minority groups and reproductive rights”. In Women’s reproductive rights: Women’s rights in Europe, edited by Heather Widdows, Itziar Alkorta Idiakez and Aitziber Emaldi Cirión, 111-116. Palgrave Macmillan, 2006. Van Eerdewijk, Anouka. “How sexual and reproductive rights can divide and unite.” European Journal of Women’s Studies 8, no. 4, (2001) 421–439. Widdows, Heather. “Introduction”. In Women’s reproductive rights: Women’s rights in Europe, edited by Heather Widdows, Itziar Alkorta Idiakez and Aitziber Emaldi Cirión, 1–16. Palgrave Macmillan, 2006. 159
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Teaching Gender in Social Work Teac
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© Alice Salomon Archive der ASFH B
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Visual intervention: research for s
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LIST OF TABLES Gender division at m
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Introduction Vesna Leskošek The bo
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• Working with the poor and peopl
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especially valuable when seeking to
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le is aimed mostly at educators, es
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ween’ reflect the majority view w
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with each perspective in order to a
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6. Do you think there was a need to
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provide another way in which to bro
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wherein the majority of students an
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mothers, but she definitely believe
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c) from a history of the present pe
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alongside, and not above or below,
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The Roots of the Social Work Profes
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Our aim is to make history and the
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for teaching gender from a historic
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loyalty and duty, the new one requi
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The Feminisation of Poor Relief At
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and mother. Even the ever well-info
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As an example of what it meant for
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their ability to empathise. All thi
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fictive or non-fictive materials, i
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• Orientatation, warming up Episo
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Conscience alley /teacher-in-role:
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3. Ask your students to visit a loc
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Visual Sources in Teaching History
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In addition to this, the interpreta
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We have used these ideas in classes
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Visualisation of concepts: • Stud
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students express their expectations
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We have used the mapping technique
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Some authors employ visual particip
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Social work educators may develop t
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Visual methods for social reforms:
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One of the few women among the famo
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We were inspired by this idea and r
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Jo Spence (1934 - 1992) was a Briti
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The most effective application of t
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Huss, Ephrat, and Julie Cwikel. “
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PART II - TEACHING WITH HISTORY: US
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Wave of Feminism. Reclaiming the po
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Toleration of domestic violence was
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• Can they share stories from the
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When speaking of mass deaths in Slo
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girls were exposed in many ways to
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public sphere. Those belonging to t
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Many services and professions are c
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of various nations or ethnic groups
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Scott, Wallach Joan. Gender and the
Page 109 and 110: Teaching Gender Through Diagnosis i
Page 111 and 112: other organs 3 and later as an illn
Page 113 and 114: Instructions for a case study Altho
Page 115 and 116: In addition, Savnik draws attention
Page 117 and 118: in Europe was a “family wage”,
Page 119 and 120: Many documents report a high number
Page 121 and 122: a “health police” in Lombardy a
Page 123 and 124: control, while the latter can be cu
Page 125 and 126: narration. Women’s stories were p
Page 127 and 128: Vari, Sandor. The case study of Ilm
Page 129 and 130: From Visiting Ladies Towards Munici
Page 131 and 132: the modernization process and inclu
Page 133 and 134: tions. These were the generations t
Page 135 and 136: to bring sick people to hospitals o
Page 137 and 138: As we can see, the aim of Bojana Ch
Page 139 and 140: In the 1930s female teachers and ad
Page 141 and 142: must save them from getting enraged
Page 143 and 144: Questions for students: 1. What was
Page 145 and 146: We conclude with a final set of que
Page 147 and 148: Human Reproduction Issues in Social
Page 149 and 150: that reproductive decisions are of
Page 151 and 152: ate. Natalist policies may be intro
Page 153 and 154: was that a child, due to one or bot
Page 155 and 156: and retrieval of egg or sperm, fert
Page 157 and 158: citizens have achieved so much, the
Page 159: Case Study Two: Cultural Difference
Page 163 and 164: PART III - TEACHING MATERIAL A Phot
Page 165 and 166: The album consists of two parts, th
Page 167 and 168: On the following page we see a phot
Page 169 and 170: Figure 1. Photo album of Alice Salo
Page 171 and 172: Figure 4. Alice Salomon, 1899, Phot
Page 173 and 174: Figure 9. Margarete Treuge and Lili
Page 175 and 176: Figure 21. The Soziale Frauenschule
Page 177 and 178: Part 2: Ausbildungsstätten - Insti
Page 179 and 180: Figure 31. Die Wohlfahrtsstelle des
Page 181 and 182: Figure 36. Service for mentally han
Page 183 and 184: The second part of the album is hea
Page 185 and 186: Römer-Gobbin, who wrote about the
Page 187 and 188: This may be a starting point for di
Page 189 and 190: Salomon and Beatrice Webb, for exam
Page 191 and 192: References Addams, Jane. Twenty yea
Page 193 and 194: NOTES ON CONTRIBUTORS Dr. Adriane F
Page 196: Teaching with Gender How can educat
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